Christine,
Very true which is why, in terms of instructional design, we need to not design things in a linear fashion but as direct and immediate "blurbs" with the most important information at the top level...good points.
Dr. Ruth Reynard
Mara,
Yes, the hyperlink technology really broadens the scope of the flow and content...
Dr. Ruth Reynard
Yes, I think it has changed how students process information. Speaking for myself, I find that I am much more likely to skim and skip around more, I don't read as deeply as I once did, and I don't tend to question sources of information as much as I used to.
As an instructor, I think it is important to address these issues, and to work with students on how to locate quality research sources. I often tell the students to focus primarily on the textbook, that during the class, if they learn the textbook inside and out, that is more than enough.
The use of the Internet for computer mediation has affected student efficacy toward learning. Online students must develop learning skill from the feedback provided by the instructor.  The instructor that truly wishes to empower the learning skill of the student demonstrates behavior in the online classroom indicative of the desired students learning practice. Learning the theoretical application prepares and supports the instructor to deliver engaged active learning for the student. Gredler (2005) explains that for vicarious reinforcement to occur the model must reinforce the execution of the behavior and elicit positive emotional reactions (p. 348). Applying these theory aspects to the instructional design of the curriculum supports the ability of the instructor to engage with self-efficacy and demonstrate effective behavior to motivate the student’s behavioral actions. This approach is essential in distance learning. The reliance on reactive learning habits soon give way to proactive process learning with distance learning. The on-ground classroom will always include students seeking to lay the responsibility for learning on the instructor. The distance learning practice removes this significant learning impediment.Â
Reference
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Gredler, M. (2004). Learning and instruction: Theory into practice (5th ed.). Upper Saddle River, NJ: Prentice Hall.
The internet has brought an almost unlimited wealth of opportunities for computer mediation of the instructional process. Instructors may integrate internet resources into the assignment to enhance the application aspect of the content - the true value of learning. Instructors may require web blogs for comments on new perspectives and further exploration of real-world examples of course content. The students may meet via a web chatroom to discuss practical presentation of chat content into a project portfolio. This can be recorded and reviewed by the instructor to offer incentives for appropriate contribution to the group project and to offer assessment components for the cumulative grade. Instructors may require students to create surveys via Twitter or SurveyMonkey to gather research, which can then be reviewed and analyzed.
Has anyone required these types of internet integration in their courses? I facilitate one course that requires students to conduct both first and second-hand research. The students generally feel that this is a valuable exercise that brings concepts to the real world.
Suzanne
There are definitely benefits to having the internet available in the classroom. Students are able to easily access materials for their coursework and to interact with each other as well as with the instructor outside of a synchronous setting. I've found that students are able to ask questions as they think of them by emailing me. I'm also able to add materials to the classroom or to update the students with interesting items as I come across them.
On the other hand, the availability of informatin through the internet may result in information overload. There's lots of information out there and I sometimes wonder if students these days have the critical faculties to evaluate the sources of the information they find.
I've found that sometimes during an online course, the discussion will take a certain direction and that I'm able to quickly do searches and offer links to examples of what we're talking about or outside references. In a traditional class, I'd probably mention these in passing and say I'd get back to them with the answer.
If we ask people to search for information on their own, then instructors need to spend some time teaching how to tell the good from bad information. An open ended assignment can lead students just searching for information in google and using the first thing he finds. So, to answer the question, the internet has opened the door to access poor information sources.
Christine,
Yes, the flexibility that is possible using the Internet provides learning opportunities for more students. Do you think it is also actually changing how students process information and also the role of the instructor in the teaching and learning process?
Dr. Ruth Reynard
Students can access the online classroom at any time or anyplace, provided they have an Internet connection.
Instructors can record lectures and content (text, audio and/or video) and archive it, and students can access this content asynchronously.
Classroom discussions can also take place asynchronously, and can also be archived and reviewed at a later date.
Textbooks are now often digital, and can be read while the student is online, as are the contents of many school's libraries.
Students are expecting accessibility of the course at any time, portability of the class as they are busy with their families or on the road. The role of the instructor has turned from a teacher role into a mentor or better yet a facilitator who guides the student but not necessarily perform the old-fashioned teaching.
Yehia ,
Yes, the technology has changed delivery and flexibility for both students and teachers. How has the technology changed student expectations and the role of the instructor?
Dr. Ruth Reynard
Betsy,
Very true...so, what changes does the immediacy bring in terms of student expectations that should be considered in instructional design?
Dr. Ruth Reynard
The internet has brought a whole new world of instruction to education. students no longer need to attend to a campus in person to interact with their instructors. Education is mobile and accessible regardless of destination. Students can access the course at any time and communicate with the instructor via different modules including discussion forums, emails, and live online meetings. I recently read that one out of three students in the U.S.A has taken an online class. On the other hand, the internet has brought opportunities for instructors to work from home and earn income. This is only one way the internet has affected our daily lives forever.
What specific changes has the Internet brought to computer mediation of the instructional process?
Use of the internet brings an immediacy to the classroom or online forum when a question pops up, and a demonstration is needed - YouTube, Wikipedia - I've used it when students are looking for visuals on a topic.
Chanel,
I agree...do you have examples of what you mean by "variety"? Input, output, interaction, engagement...or all of the above? :)
Dr. Ruth Reynard
Yes. I do think that technology enhances the teaching and learning potential. It brings variety into the classroom and it captures the students attention by responding to multiple senses.
James,
...and collaboration is a highly sought-after skill by employers.
Dr. Ruth Reynard
Chanel,
Very true...as well as direct access to information, however, how do you think the technology enhances the teaching and learning potential?
Dr. Ruth Reynard
The Internet brings a more robust ability for collaborative processes coming together to enhance the teaching and learning relationship between teacher, student, and content. Course developers have more tools than ever before to create engaging content and allow instructors and students to communicate synchronously and a synchronously.
